85252 - Theory and Teaching of Swimming Sports

Learning outcomes

At the end of the course, the student understands the differences between movement in land and aquatic environments, is familiar with the characteristics of various motor and sports activities performed in water, and is able to apply appropriate teaching methodologies, specifically related to swimming, to design and implement physical activity in aquatic settings.

Course contents

The course begins by outlining its learning objectives, the integration of theoretical and practical-technical activities, study methodologies, and assessment criteria. It emphasizes continuity with master’s programs focused on aquatic performance and exercise and introduces relevant research domains and career paths. The structure of lectures, practical-technical activities, thesis-related activities, and opportunities for obtaining certifications is presented.

The course is organized into four main modules:

Aquatic Environment and Human Immersion Responses

This module explores the physical and dynamic properties of water and the human body's biomechanical and physiological responses to immersion. Topics include hydrostatics and hydrodynamics, covering water’s molecular structure, density, specific weight, surface tension, pressure, and buoyancy, according to Archimedes’ principle. Flow theory, Reynolds number, viscosity, refraction, and Newton’s laws are discussed in relation to aquatic movement. A specific focus is given to drag (form, friction, wave), both active and passive, and its impact on movement and velocity in water. The comparison with terrestrial motor behavior highlights how water alters movement organization. Biomechanical aspects include flotation, posture, segmental alignment, balance, lever systems, and propulsion strategies. Physiological adaptations include muscular, cardiovascular, neurophysiological, respiratory, renal, and thermoregulatory responses. Locomotor energetics are analyzed by comparing the metabolic costs of movement in aquatic versus terrestrial environments.

Aquatics for Health

This module examines the use of aquatic environments for prevention, functional recovery, and psychophysical wellness, highlighting water’s effectiveness as a therapeutic and exercise medium. It presents the theoretical and practical foundations of hydrotherapy, focusing on temperature, hydrostatic pressure, and their influence on muscular and circulatory systems. Aquatic exercise is addressed in terms of diffusion, biomechanical comparisons with land-based activity, scientific evidence, equipment, practical models (educational, recreational, therapeutic), and possible contraindications. Aquafitness is treated as a case study, emphasizing its adaptability, objectives, exercise modes, applications, and teaching progressions in shallow and deep water. The module also introduces early childhood aquatic activity, from spontaneous swimming reflexes to didactic phases, with a focus on safety, relational aspects, and early motor development.

Aquatic Sports: Pool and Open Water

This module addresses human-powered aquatic sports, both Olympic and non-Olympic, in pool and open-water settings. It explores their technical, tactical, and biomechanical nature, with attention to teaching, training, and performance aspects. Water polo is studied as a situational sport, including the development of tactical reasoning, the historical evolution of the discipline, and tactical game structures. It includes the teaching progression of technical skills and training methods. Open-water swimming is analyzed from a technical-scientific perspective, considering environmental variables such as temperature, currents, and visibility, along with physiological adaptations, orientation strategies, nutrition, and stroke biomechanics in uncontrolled conditions. Diving is covered from its historical roots to competition formats, including springboard, platform, and high diving, with emphasis on positions, dive mechanics, rotations, twists, and entry physics. Artistic swimming focuses on routines, pool competitions, propulsion through sculling, body positions, and synchronized figures. Finswimming is addressed through its objectives, equipment, modifications in human locomotion, changes in streamline drag, and propulsion mechanics in this specific discipline.
The second part of the module addresses swimming as a comprehensive discipline, combining theoretical, educational, biomechanical, and technical dimensions. It explores cultural and historical perspectives of swimming in Italy and globally, including pedagogical development and professional contexts. Educational and methodological issues are addressed, including the pedagogical role of swimming and the significance of water fear. The causes, reactions, defense reflexes, and didactic progressions for overcoming fear of water are discussed. The water familiarization phase includes aquatic motor and swimming skills, teaching principles, progression models, learning outcomes, instructional styles, and lesson planning for basic swimming. Biomechanical studies cover speed analysis and the relationship between metabolic, mechanical, and propulsive power, explaining how athletes generate and transfer energy in water. Drag is further analyzed regarding energy cost, with a focus on propulsion models based on drag, lift, and vortex theories, inspired by animal locomotion in water. Metabolic and propulsive efficiencies are evaluated to optimize performance. The module concludes with technological applications for monitoring and improving swim technique, analyzing stroke phases, intracycle speed, and Olympic styles and distances. Technical evaluations focus on stroke effectiveness, identifying and correcting common errors, along with starts and turns as performance-defining elements.

Underwater Sports and Assisted Aquatic Locomotion

This module, structured in two parts, presents underwater and assisted aquatic locomotion sports from a scientific standpoint. The first part introduces human- or wind-powered aquatic activities, distinguishing between boat-based and board-based sports. It examines shared technical, biomechanical, and coordination features, especially motor adaptations required in unstable aquatic environments. Rowing, kayaking, and surfing are used as examples, analyzed in terms of energy expenditure, propulsion-resistance dynamics, and movement adaptation in equipment-assisted contexts. The second part focuses on underwater sports and diving as complex human-environment interactions. A historical and psychological overview introduces the evolution of human-water interaction, followed by freediving and scuba diving, including physical principles such as pressure, buoyancy, and embolism. It covers rescue procedures, accident prevention, and professional certifications. Freediving and scuba are considered controlled physiological stress environments, requiring specific bodily adaptations. The module also includes lifesaving sport, which integrates swimming proficiency, rescue techniques, and intervention protocols in critical aquatic scenarios.

Readings/Bibliography

Slides used during lectures will be provided and made available as part of the course materials on the designated online platform.

Students may also consult the following textbooks to reinforce or further explore the topics covered:

• Mujika, I., Seifert, L., Chollet, D., (2011) World Book of Swimming: From Science to Performance. ‎Nova Novinka
• Counsilman, J.E., Consilman, B.E. (2004). La nuova scienza del nuoto. Zanichelli.
• Di Prampero, P. E. (2015). La locomozione umana su terra, in acqua, in aria: fatti e teorie. II Edizione. Edi. Ermes.
• Riewald, S. A., & Rodeo, S. A. (2015). Science of swimming faster. Human Kinetics.

Teaching methods

Classroom lectures will be delivered as part of the course. To actively engage students in the learning process, the course will incorporate active learning phases, competency-based teaching approaches, and self-assessment strategies. The teaching is complemented by 12 hours of practical training per student, conducted within the same course framework.

Considering the teaching methods and activities, it is mandatory for all students to attend Module 1 and 2 [https://www.unibo.it/en/services-and-opportunities/health-and-assistance/health-and-safety/online-course-on-health-and-safety-in-study-and-internship-areas] online and Module 3 on occupational health and safety. Information Information about Module 3 attendance schedule is available on the degree programme website.

Assessment methods

The student’s level of preparation will be assessed through a written exam consisting of 38 multiple-choice questions (each with four answer options), with a duration of 40 minutes. The exam will be administered digitally using the student's personal laptop. This assessment will be integrated with the evaluation of the practical-technical activities carried out during the training sessions, which may adjust the written exam score by ±1 point.

Teaching tools

To actively engage students in the learning process, the course will incorporate active learning phases, competency-based teaching approaches, and self-assessment strategies.

Office hours

See the website of Matteo Cortesi

See the website of Marta Baldini

See the website of Marco Biscaglia